Discussion Board

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Unit 2 – Discussion Board

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Discussion Board Policy:

The Discussion Board (DB) is part of the core of online learning. Classroom discussion in an online environment requires the active participation of learners and the instructor to create robust interaction and dialogue. Every learner is expected to create an original response to the open-ended DB question as well as engage in dialogue by responding to posts created by others throughout the week. At the end of each unit, DB participation will be assessed based on both level of engagement and the quality of the contribution to the discussion.

At a minimum, each learner will be expected to post an original and thoughtful response to the DB question and contribute to the weekly dialogue by responding to at least 2 other posts from learners. The first contribution must be posted before midnight (Central Time) on Friday of each week. Two additional responses are required after Friday of each week. Learners are highly encouraged to engage on the Discussion Board early and often, as that is the primary way the university tracks class attendance and participation.

The purpose of the Discussion Board is to allow learners to learn through sharing ideas and experiences as they relate to course content and the DB question. Because it is not possible to engage in 2-way dialogue after a conversation has ended, no posts to the DB will be accepted after the end of each unit.

Deliverable Specifics

Part 1

What do you think are the differences between analyzing the instructional needs of a learner in a traditional K–12 school versus analyzing the instructional needs of a working adult in a corporate or higher education setting? What areas of needs analysis might be similar?

Part 2

How might you use the cognitive taxonomy to ensure that the identified instructional needs will be addressed during the instruction? How might you apply the affective taxonomy to ensure that identified instructional needs, in this domain, will be addressed during instructional activities? What examples support your thoughts?

Do you consider yourself a “lifelong learner”? How do you determine your own instructional needs? Why is it important to an instructional designer to think of an audience of individuals, rather than an audience as a homogeneous group? What are some ways through which you can differentiate an assignment to move from general audience to specific individualized audience?

In your own words, post a substantive response to the Discussion Board question(s) and comment on other postings. Your response should address the DB question(s) and move the conversation forward. You will be graded on the quality of your postings, including mastery of the concept as well as critical thinking. If asked for your opinion, do not simply state that it is a good or bad idea; elaborate on your reasons and argument. Include enough detail to substantiate your thinking as well as your position on the questions or comments.

For assistance with your assignment, please use your text, Web resources, and all course materials.

Your assignment will be graded in accordance with the following criteria. Click here to view the grading rubric.

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Individual Career Plan

As a counselor advising students in career decisions, you will use assessments and inventories to help them create career plans. For this assignment, you will consider yourself as the client, interpret the assessments you completed in Units 3, 4, and 6 in the Career Exploration Workbook, and create a career plan with actionable steps. Use your completed Career Exploration Workbook as a reference to complete this paper.

Although you are using yourself as the client, be sure to write from the third-person point of view. Address the following aspects in your assignment:

Client Profile

• Describe the client's identifying information such as age, race, gender, family, work status, educational background, current educational status, et cetera.
• Describe the presenting issues (as you would gather from an intake interview with yourself).
• Be sure to write from the third-person point of view.

Results of Assessments

• Personality:
  • 16-Type Jungian Personality Test: Identify your client's preferences (E/I, S/N, T/F, J/P).
  • Big 5 Personality Theory: Identify your client's scores regarding extroversion, openness, agreeableness, neuroticism, conscientiousness.
• Values: 
  • Identify your client's top five values from the card sort.
• Interest Assessment:
  • Identify your client's highest categories in realistic, investigative, artistic, social, enterprising, and conventional.
• Interpretation of Assessments:
  • Connect the assessment results to the presenting issues. What themes emerged?
  • Use your reflections from the Career Exploration Workbook to help you complete this section.
• Analyze the appropriateness of the inventories and assessments completed in relation to the client's developmental stage and profile.
• Professional Assets:
  • Assess your client's training, education, and professional and volunteer experiences in relation to his or her career goals.
• Career Options:
  • Identify 2–3 job titles that match your client's skills and interests.
  • Describe the education and or training needed, the employment trends, and expected salary for each job.

Individual Career Plan

• Create a career plan for this person moving forward. Include in your plan your client profile, goals, and an action plan. Use an example career plan from your text or find one that you like on your own.

Personal Reflection

• Describe what you learned about yourself in this exercise and how you will use this knowledge in your specialization.
• As part of your reflection, assess your professional limitations as a career counselor.

Your paper should be 4-6 pages with at least four references, written in third-person point of view, and following APA format. Include your completed Career Exploration Workbook as a supplement to this assignment. Review the Individual Career Plan Scoring Guide for the detailed grading expectations of this assignment.

Assignment 3: Presentation of the Proposal and Reflections

Due Week 10 and worth 230 points 

Refer to the Scenario for the Assignments.

Part A: Presentation

Provide a slide presentation in which you:

1. Present the final project you proposed by using a presentation software tool of your choosing except PowerPoint, with at least fifteen (15) main topics/points in your presentation.
2. Include a title slide/screen and references section. (These two slides/screens are not part of the 15 main topics/points requirement.)
3. Provide coherent, clear, organized, and substantive content that can be easily understood by the audience. 
4. Provide audio narration of the presentation as if you were delivering the speech. (If you do not have access to a microphone, then provide detailed speaker notes with your presentation.)
5. Provide a link to the two (2) productivity / technology tool(s) you chose to demonstrate the application of the tool into a lesson or training.
6. Provide a brief demonstration or explanation of how these tools will be utilized by your organization. (For example, if you are using a form of social media explain how your organization might use that technology to keep students or faculty informed about events, changes, closings, etc.)
7. Include one point outlining the cost(s) of the technologies and what your organization would need to support them (i.e. additional servers, training for faculty, etc.).
8. In addition to the presentation, create an infographic*, or flowchart to summarize your presentation. This should be something that can be displayed where members of your organization can get an overview of the new technologies being implemented.
9. Provide at least five (5) peer-reviewed references, published in the last three (3) years.

(*If you have never created an infographic, you can find free templates here: http://blog.hubspot.com/marketing/free-ppt-infographic-templates-designs-ht) 

Part B: Reflection

Provide your personal reflection, highlighting what you learned from researching these technologies and developing the project. Discuss your personal observations of the tools and its applicability in an actual work or school setting. (Approximately two [2] paragraphs.)

Your assignment must follow these formatting requirements:

• Follow APA for formatting guidelines. Check with your professor for any additional instructions.
• Include a cover slide containing the title of the assignment, the student’s name, the professor’s name, the course title, and the date. The cover slide and the reference page are not included in the required assignment page length. 

Directions for submitting your presentation.

• Submit your Summary in the area designated by your professor.
• Review at least two (2) other classmates’ presentations and post a response indicating what you learned by identifying two (2) specific points that were made in the presentation.

The specific course learning outcomes associated with this assignment are:

• Examine different types of technological resources for educational purposes.
• Evaluate how technology can change the content and methods of education.
• Analyze how technology can support the learning of diverse students.
• Use technology and information resources to research issues in integrating technology into education.
• Write clearly and concisely about integrating technology into education using proper writing mechanics. 

Grading for this assignment will be based on answer quality, logic / organization of the paper, and language and 

Construct a Diversity Toolkit, which will demonstrate the knowledge, skills, resources, and strategies you have obtained as an early childhood professional as well as defining and illustrating your relevant beliefs and philosophies.  Your toolkit will be a statement of who you are and a demonstration of your learning throughout the course and your professional life.

Imagine you have completed the Early Childhood Bacherlor's Degree, as a early childhood educator or administrator.  This week you are going to prepare a virtual toolkit that will be available online for your families, peers, and administrators.  Prior to beginning this assignment, review the National Education Association (NEA's) resource Diversity Toolkit: Cultural Competence for Educators.

You will include a section for each of the five basic cultural competence skills areas identified in the NEA resource:  valuing diversity, being culturally self-aware, the dynamics of difference, knowledge of students' culture, and institutionalizing cultural knowledge and adapting to diversity.

In the Valuing Diversity section,

Explain how you create accepting and respectful environments for different cultural backgrounds and customs, different traditions and values.

Explain how you foster a home-school partnership

Describe one diversity activity that you would implement in an environment that families can be a part of.  You can use Week 4 Assignments and Discussions to help with this

In the Being Culturally Self-Aware Section,

State your cultural competence philosophy.

Describe two or three ways to incorporate your philosophy into an understanding and respectful early childhood environment

Identify ways to address these challenges.

In the Dynamics of Difference section,

Develop an activity that you can share with children and families to encourage and support respect for difference and other cultures.  Be sure your activity description gives sufficient detail so that families will gain a clear understanding of what they are doing and why they are doing it.

Knowledge of Students' Culture Section

Describe the types of culturally relevant  and anti-bias curriculum you will use in learning environments so families can understand how learning is organized in your early learning setting.

Provide a graphic showing the main components of culturally relevant and anti-bias curriculum.

In the Institutionalizing Cultural Knowledge and Adapting to Diversity section, 

Explain how you will adapt to diversity and serve diverse populations in early childhood settings.

Explain how you apply The NAEYC Code of Ethical Conduct and Statement of Commitment in your work with young diverse learners.

Defend your embrace of the following themes:

    Culturally relevant methods

     Anti-bias curriculum

     Diverse family structures

       Muluticultural education

You may submit your Diversity Toolkit as a presentation (Power-point, Prezi Google Slides, Canva, etc.) a website (eg.  Wix.com Google Sites, Weebly, etc) or a text-based toolkit.

If you develop as a website, submit a print or presentation-based copy to your instructor and include a link to website version.

Must be 12 to 14 slides for a powerpoint or 5 text or website pages. and must include all five required sections

Must include a separate title page or slide page

Must include an introduction and conclusion paragraph Your introduction paragraph needs to end with a clear thesis statement that indicates the purpose of your paper.

Must use two credible sources in addition to your text.. I have gave you my text book source please use it…

Must include a separate reference page

 

Assignment 5: Using Reports in the LMS

Due Week 10 and worth 160 points

Once a course or training module is developed in an LMS, it is important to see how the students or instructors are using the system.

Every LMS has ability to produce reports that help stakeholders manage, maintain, and improve the learning experience for students and the teaching experience for instructors. You are provided with some reports generated from a course in Blackboard. These reports can help indicate if you have any assets that are not engaging learners or if the anticipated timeframes to perform tasks are inaccurate. In addition, these reports help to create remediation for students and ensure that instructors are performing their jobs.

Click below links to view the reports.

• activity.pdf
• student x report.pdf
• student y report.pdf
• student z report.pdf

These Documents are uploaded in PDF file for You!

You will need to analyze the reports and recommend changes to improve the LMS based on your analysis.

Write a four to six (4-6) page paper in which you:

1. Summarize your findings and analysis from the reports provided. Determine the main areas that engage students and the main areas that do not.
2. Determine at least two (2) areas that you would like to improve, if you had the authority to make changes to the LMS itself, in order to improve the course or the functionality of the LMS. Provide a rationale for your response.
3. Recommend at least two (2) changes to the LMS that will enhance students’ learning and / or stakeholder’s managing experiences. Provide a rationale for your recommendation.
4. Suggest a targeted report that you wish the LMS could provide for either students or faculty in order to understand student progress, monitor activity, or other interactions with the LMS. Provide a rationale for your response.
5. Provide at least three (3) reliable, relevant, peer-reviewed references (no more than one [1] used previously), published within the last five (5) years that support the paper’s claims.
6. Format your assignment according to the following formatting requirements:
   1. Typed, double spaced, using Times New Roman font (size 12), with one-inch margins on all sides.
   2. Include a cover page containing the title of the assignment, the student’s name, the professor’s name, the course title, and the date. The cover page is not included in the required page length.
   3. Include a reference page. Citations and references must follow APA format. The reference page is not included in the required page length.

The specific course learning outcomes associated with this assignment are:

• Evaluate assessment tools and capabilities of an LMS.
• Design learning assets based on end user or organizational needs.
• Use technology and information resources to research issues in technology tools to manage learning.
• Write clearly and concisely about issues in technology tools to manage learning using proper writing mechanics.